Learning through shaving cream. Early learners begin the handwriting process through forming pictures. Given a writing tool, early learners will sequentially progress by scribbling, imitating lines, copying lines, copying geometric forms (circle, square, cross, diagonal lines), copying letters of first name in uppercase, and finally copying letters of first name in proper letter case. This progression of learning is often paired with kinesthetic learning to train the brain to feel the correct formation to avoid reliance on visual checking. Occupational therapists frequently use materials beyond paper and pencil to teach early learners to form lines, geometric forms, and upper/lowercase letters. Some of these out of the box materials include: dot markers, play-doh, resistive theraputty, wikisticks, and shaving cream.

Purposeful fun. Visual motor activities are commonly used to assist early learners with development of stroke sequences in handwriting. An occupational therapist may include mazes, dot-to-dots, and tracing activities into a learner’s home program. In doing so, an early learner is able to develop the muscles in the dominant hand and to improve their anticipation of directional shifts in letters, helping them to form letters with greater dexterity.

WORKING ON THE GRASP

Getting started. Early learners begin holding writing tools in inefficient ways. As hand creases and muscles continue to emerge, learners are able to grasp a writing tool with greater control and precision. A learner begins by holding the majority of a writing tool within the palm of a fisted hand. As the hand is fisted, the learner is capable of scribbling with limited motor control, and the arm moves as a unit from the shoulder.

Developing the skill. Next, as the learner gains more strength within the dominant hand, the writing tool starts to move away from the palm and is then grasped by extended fingers. The learner will continue to use full arm movements. Then, as the intrinsic muscles of the dominant hand become more independent from the larger muscles of the arm, the learner is able to control the writing tool with combined wrist and finger movements.

Gaining control. Finally, as the learner gains full control, coordination, strength, and ability to isolate finger movements of dominant hand, a functional mature grasp is achieved. Occupational therapists guide the development of grasp patterns through use of hand strengthening activities and working on a range of surfaces to encourage hand, wrist, and forearm positional shifts.

TOOLS TO FOSTER GROWTH

Low-tech materials. Various low-tech materials may be used to foster a learner’s handwriting development. Materials include specialty handwriting paper, pencil grips, specialty pencils, and writing tools. These low-tech tools bring the learner’s attention to various aspects of handwriting process including but not limited to grasp pattern, letter sizing, and letter alignment. Talk with an occupational therapist for recommendations of tools to foster your learner’s handwriting development.

National program locally available. Members of the Special Kids occupational therapy team are trained in the nationally recognized Handwriting Without Tears (HWT) program. By integrating the use of HWT materials in therapy sessions, our skilled occupational therapists guide learners to form pre-writing shapes, to assist in recognition/identification of uppercase and lowercase letters, and begin the stages of appropriate stroke sequence (formation) of capital letters through tracing, imitating, and copying using multi-sensory materials. In fostering further word and sentence development, our occupational therapists provide strategies and support to guide learners to self-edit handwriting in the areas of letter sizing, alignment, and spacing. Opportunities for learners are available in group and one-on-one sessions.